What should my child be able to know & do?  Language Development

We want to inform parents of what we are assessing across the course of 2 years of preschool (these are expectations for typically developing children leaving preschool for kindergarten). Here’s a summary of the skills children need to have mastered by the end of preschool in Language.  Sharing these expectations with parents, a child’s first teacher, is important to us, as we work together in order to better prepare children for Kindergarten (Source: Teaching Strategies GOLD: Objectives for Development & Learning: Birth Through Kindergarten, 2010.).

The student listens to and understands increasingly complex language

1.  The child comprehends language:  Responds appropriately to specific vocabulary and simple statements, questions, and stories.

o   Finds a favorite illustration in a storybook when asked; listens to a friend tell about a cut on his finger and goes to get a Band-Aid, responds using gestures to compare the sizes of 3 leaves

o   Advanced skill:  Responds appropriately to complex vocabulary and simple statements, questions, and stories (For example: Acts out the life cycle of a butterfly after reading a story about it)

2.  The child follows directions:  Follows directions of two or more steps that relate to familiar objects and experiences

o Completes a sequence of tasks, “Get the book bin and put it on the table.  Then bring the paper and crayons.”

o Advanced skill:  Follows detailed, instructional, multi-step directions (For example: follows instructions for navigating a new computer program)

The student uses language to express thoughts and needs

1. The child uses an expanding expressive vocabulary:  Describes and tells the use of many familiar items

o   For example, when making pancakes, the child says, “Here is the beater.  Let me beat the egg with it.”

o   For example, responds, “We used the big, red umbrella so we both could get under it.”

o   Advanced Skill:  Incorporates new, less familiar, or technical words in everyday speech, such as, “My bird went to the vet. He has a disease.  He’s losing his feathers.”

2. The child speaks clearly: The child is understood by most people, may mispronounce new, long, or unusual words.

o For example, “I saw ants and a hoppergrass” (grasshopper).

o Advanced Skill:  The child can pronounce multisyllabic or unusual words correctly, such as “Oh, that one has layers—it’s a sedimentary rock.”

3. The child uses conventional grammar:  Uses complete, 4-6 word sentences.

o   Says, “I choose two books to read,” or, “We are going to the zoo today,” or, “Momma came and we went home.”

o   Advanced Skill: Uses long, complex sentences and follows most grammatical rules, such as, “We are going to the zoo to see the animals.  We’ll learn where they live and what they eat.”

4. The child tells about another time or place:  The child tells stories about other times and places that have a logical order and that include major details.

o   For example, the child says, “I went to the shoe store with Gran.  I got a pair of new, red shoes.”

o   Advanced Skill:  The child tells elaborate stories that refer to other times and places, such as a detailed story of a recent visit to a bakery, including who, what, where, when, why, and how.

The student uses appropriate conversational and other communication skills

1. The child engages in conversations:  The child engages in conversations of at least three exchanges—this means that they “pass” the conversation back and forth.  For example:

Teacher:  How are you going to get home?

Child:  I am going to walk.

Teacher: Who is going with you?

Child:  My brother and my mom will come

Teacher:  Will you go anywhere else on the way home?

Child:  We are stopping for a picnic.

· Advanced Skill: The child would extend the conversation to 5 or more exchanges and move gradually from one topic to another related topic

2. The child uses social rules of language: The child uses acceptable language and social rules while communicating with others, but may need reminders too

·       Examples of social rules include:  paying attention to the speaker, pausing after asking a question, saying please/thank you, taking turns, regulating the volume of voice, etc.  For example, the child takes turns in conversations but may interrupt or the child regulates their volume of voice when reminded.

·       Advanced Skill:  The child uses acceptable language and social rules during communication with others, such as using a softer voice when vising in the library and a louder voice when on the playground.